W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci
In the world of known and “unknown” letters, that is about the continuation of nonsense in institutional practices of learning children to read and to write

Summary/Abstract: Reading is a key competence in a social functioning. In the Polish educational system both kindergartenand school, are responsible for the effects of learning this skill. The article presents the results ofresearch on the content of textbooks and ethodological guides intended for the basic reading coursefor children aged six and seven. As a result of the comparison, it was found that the literacy processwas doubled at the school level according to the scheme in force in the kindergarten. The page layoutfor entering a new letter and the suggested exercises are repeated in the textbooks. The same processfor introducing a new letter is valid at the kindergarten and on the school level. The texts for learningto read are trivial, and the instructions formulated to them block the development of reading skills atthe semantic and critical-creative level.

• Details
• Contents